Discuss the organizational structure that you, as the nurse administrator for SLMC, believe would be most appropriate. Use a specific organizational theory to support your decision and discuss how this structure may impact the organization’s outcomes. There is no word count for threaded discussions and there is only one discussion per week. This is different from what you are used to in your core courses. Please see discussion guidelines and rubric below
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The ideas and beliefs underpinning the discussions guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
Contribute level-appropriate knowledge and experience to the topic in a discussion environment that models professional and social interaction (CO4)
Actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty (CO5)
Requirements:
Post a written response in the discussion forum to EACH threaded discussion topic:
This week we learned about the potential benefits and drawbacks to clinical decision support systems (CDSSs). Create a “Pros” versus “Cons” table with a column for “Pro” and a separate column for “Con”. Include at least 3 items for each column. Next to each item, provide a brief rationale as to why you included it on the respective list.
The primary goal of a CDSS is to leverage data and the scientific evidence to help guide appropriate decision making. CDSSs directly assist the clinician in making decisions about specific patients. For this discussion thread post, you are to assume your future role as an APN and create a clinical patient and scenario to illustrate an exemplary depiction of how a CDSS might influence your decision. This post is an opportunity for you to be innovative, so have fun!
Adhere to the following guidelines regarding quality for the threaded discussions in Canvas:
For each threaded discussion per week, the student will select no less than TWO scholarly sources to support the initial discussion post.
Scholarly Sources: Only scholarly sources are acceptable for citation and reference in this course. These include peer-reviewed publications, government reports, or sources written by a professional or scholar in the field. The textbooks and lessons are NOT considered to be outside scholarly sources. For the threaded discussions and reflection posts, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. The best outside scholarly source to use is a peer-reviewed nursing journal. You are encouraged to use the Chamberlain library and search one of the available databases for a peer-reviewed journal article. The following sources should not be used: Wikipedia, Wikis, or blogs. These websites are not considered scholarly as anyone can add to these. Please be aware that .com websites can vary in scholarship and quality. For example, the American Heart Association is a .com site with scholarship and quality. It is the responsibility of the student to determine the scholarship and quality of any .com site. Ask your instructor before using any site if you are unsure. Points will be deducted from the rubric if the site does not demonstrate scholarship or quality. Current outside scholarly sources must be published with the last 5 years. Instructor permission must be obtained BEFORE the assignment is due if using a source that is older than 5 years.
DISCUSSION CONTENT
Category
Points
%
Description
Application of Course Knowledge
50
33%
The quality for this category is determined by the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lessons and outside readings and relate them to real-life professional situations.
Scholarliness and Scholarly Resources
40
27%
This category is evaluated on the quality of the student’s ability to: Support writing with appropriate, scholarly sources; provide relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions; evaluate literature resources to develop a comprehensive analysis or synthesis; use sources published within the last 5 years; match reference list and in-text citations match, and minimize or appropriately format direct quotations.
Interactive Dialogue
40
27%
The quality for this category is determined by substantive written responses to a peer and faculty member’s questions in the threaded discussion. Substantive posts add importance, depth, and meaningfulness to the discussion. Students must respond to least one peer in the threaded discussion. If no question asked directly from faculty, student must respond to questions posed to the entire class. Post must include at least one scholarly source.
Total CONTENT Points= 130
DISCUSSION FORMAT
Category
Points
%
Description
Grammar, Spelling, Syntax, Mechanics and APA Format
20
13%
Reflection post has minimal grammar, spelling, syntax, punctuation and APA* errors. Direct quotes (if used) is limited to 1 short statement** which adds substantively to the post.
* APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.
**Direct quote should not to exceed 15 words & must add substantively to the discussion
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Picture books and professional journals can lead children through inquiry and investigation. The natural process of how living things grow, change, have needs, and follow predictable patterns can be used to develop children’s background knowledge. For this discussion board assignment:
Original Response
1. Select two picture books appropriate to preschool-aged children that you can use to teach your selected topic. One of your selected books should be fiction and the other book should be non-fiction.
2. Use the Unit 2 optional resources for early childhood book lists, reviews and recommendations, as well as online bookstores to look for picture books.
3. Review the six criteria for evaluating books used by the NSTA and Children’s Book Council (found in Chapter 2 of Royce, C. A., Morgan, E. R., & Ansberry, K. R. (2012). Teaching science through trade books. NSTA Press.). You will apply a selection of these criteria in your written description of each book.
The book has substantial science content.
Information is clear, accurate, and up-to-date.
Theories and facts are clearly distinguished
Facts are not oversimplified so that the information is misleading.
Generalizations are supported by facts and significant facts are not omitted.
Books are free of gender, ethnic, and socioeconomic bias.
4. Write a description of each book that includes all of the following elements:
Topic: List your selected topic (from Unit 1).
Book Features: Describe the features of each book. Examples: Are there illustrations, or graphic aids, and what kind? Is there text? Are there charts or diagrams? Is there a table of contents or index? Explain specific features of each book that appeal to you for teaching children.
Book Evaluation: Select three (3) of the six criteria used by the NSTA and Children’s Book Council to evaluate your book selections.
Selected Topic Connection: Explain why you chose each book for your topic? Provide two specific examples that illustrate the links between the books and your topic (one example for each book)
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What business concept would be appropriate for a (a) sole proprietorship, (b) corporation, and (c) a limited liability company? Provide an example for each. If you were opening your dream business, what structure would you select? Why?
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As you have learned in Unit 8 (this week), monetary and fiscal policy play important roles in economic stimulation and or stabilization. In this regard:
a. When is it appropriate to use monetary and fiscal policy to stimulate or stabilize the economy?
b. When is it inappropriate to use monetary and fiscal policy to stimulate or stabilize the economy?
c. What specific fiscal policy tools would you use to stimulate aggregate demand and how?
d. What specific monetary policy tools would you use to stimulate aggregate demand and how?
e. What is your conclusion, should policymakers use the monetary and or fiscal policy to stimulate aggregate demand? Explain briefly
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Must Select one of the following options to complete this assignment:
Your current role in a hospital setting
A professional role, such as an administrator, a nurse, respiratory therapist, health information specialist, physical therapist, or radiology technologist.
Write a 700- to 1,050-word paper that summarizes the certifications and continuing education that would be appropriate for a professional role in a hospital or other applicable health care setting. Your paper should include the professional role selected, required education or certification and the following:
Include the professional role you selected and additional information stated in the above instructions.
Identify a professional organization/association that would provide professional development opportunities for the role you have selected. This is Not an employer, but an organization/association that requires membership.
Describe the professional development and other opportunities the professional organization would provide to you as a member.
Explain the importance of being a member in a professional organization.
Include the link to this organization.
Cite 2 peer-reviewed, scholarly, or similar references, in-text citations to support your assignment.
Format your assignment according to APA guidelines.
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Carlos, a sales manager for a commercial furniture distributor, has received complaints that Jason, one of the firm’s top-performing sales reps “has it too easy” and “should have to prove his loyalty by working harder.”
In response to the complaints he received, Carlos sends a few brief texts to Jason, assigning him to a completely different account.
Jason responds to the messages, requesting a meeting with Carlos to discuss the proposed change. Carlos responds with another text message that reads “Decision is final. Everyone needs to get a chance to work with the best accounts, so it is fair. Come by the office and pick up your new files.”
Moments later, Jason sends a text message to Malik, his regional manager and Carlos’s boss. It simply reads “We need to talk.”
Think of this situation from the perspective of how Carlos handled the complaints he received about Jason. Was his decision to pull Jason from the top accounts appropriate? Was Jason’s text to Malik appropriate? Write your response from either Carlos or Jason’s perspective, addressing the situation professionally and courteously.
Scenario 2
Shannon, Leon, and Craig work for Rio Valley Homes, Inc., a real estate marketing firm. While on a conference call with Donegan’s Photography, an established client, the group discusses potential problems with a recent marketing campaign. Donegan Sands, the lead photographer and owner of Donegan’s Photography, insists the marketing is working, and changes are not needed.
Shannon reaches over to put Donegan on mute but inadvertently pushes the wrong button. She tells Leon and Craig that the marketing campaign is not working and that “Donegan should just stick to taking pretty pictures.” Donegan calmly clears his throat and responds, “You know I can hear you, right?”
Think of this situation from Shannon’s perspective. Imagine she is embarrassed by what happened as Donegan is a well-respected client. How should Shannon respond?
Jeffrey, the on-duty shift manager at Star Inc., has received communication from the business’s leadership that tardiness among shift work employees hurts morale.
Veronica, a shift production staff employee, shows up to work approximately fifteen minutes late one morning, walking silently and quickly to punch in at the time clock near the front desk.
Michelle, the front desk manager, says, “Good morning, Veronica,” but Veronica ignores her, punches in, and heads into the shop to her desk. Michelle rolls her eyes, picks up the phone, and lets Jeffrey know that Veronica just arrived and should be reaching her desk at any moment.
Think about this situation from Jeffrey’s perspective – how should he address Veronica’s behavior?
Scenario 4
Darrell works for the website division of Leader’s Choice, a technology-oriented retail company. Darrell receives an e-mail on a Friday afternoon indicating that a new tablet computer will launch at the end of the month and that it will be in high demand with limited stock. The three- page message also indicates that customers will be able to preorder the item 30 days before launch. Darrell is asked to create a landing page for consumers who are interested in learning more about the tablet.
By mistake, Darrell sets up a page that allows customers to preorder tablets that afternoon, well in advance of the company’s authorized preorder period. By late that Friday evening, fourteen customers have placed preorders for the tablet.
Alyssa, vice president of product sales at Leader’s Choice, learns of the error Saturday morning and calls Darrell to arrange a meeting first thing Monday morning. Alyssa explains to Darrell that the company intends to cancel all preorders. Darrell responds that the company should honor the preorders because the error was internal and not the fault of consumers. After a heated exchange, Darrell hangs up on Alyssa when she insists that the preorders will be canceled because of Darrell’s error.
Think about this situation from either Darrell’s or Alyssa’s perspective. The exchange was heated and both parties are justifiably frustrated. Write your response based on how you think either character should leverage their professional writing skills to follow up on the tense phone call.
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You have convinced the management team that a phone-based solution is not the most appropriate solution. Your recommendation is to set up a self-service-based support environment. Take this opportunity to prepare a report for the management team describing what self-service support entails and how a Web-based solution can be implemented to meet the request. Include a discussion about the tools that are available with Web-based support and how real-time assistance differs from delayed assistance and is implemented in a Web-based solution.
Also, as a very important tool involved in any help desk environment, but arguably more important in a self-service support environment, describe what a knowledge base is and how it plays an integral part in any help desk application.
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H&H accredited training australasia inc 98 south street granville | 02 9682 0100 | www.hnh.org.au I rto 90784 Student Assessment Book CHCCOM002 Use communication to build relationships Student Name: Student Email Address: Unit Start Date: ** Please note that for the purpose of you gaining a full understanding of the current subject matter and how it is part of the workplace, we refer to ‘your work’ even though you may not be currently employed in the sector Accredited Training 05.0519 (VI)
Student Assessment Cover Sheet Unit Code: CHCCOM002 Unit Name: Use communication to build relationships Student Name: Trainers/Assessors to complete this section Assessor Overall Comments: Trainers / Assessors are required to complete this section with feedback for overall result. For re-submission informaton, trainers/assessors are required to complete thefollowing pages. Student Assessment Booklet: Satisfactory Unsatisfactory O Date: Trainers/Assessors please note — all the above requirements need to be met for overall competency FINAL RESULT: Competent O Not Yet Component Withdrawn Date Assessor Name: Assessor Signature: Assessment Item 1: Short Questions and Answers Comments: First attempt: Satisfactory O Unsatisfactory (for further attempts — maximum 2 — please copy this assessment item check list and attach here) Resubmission Details (including date and outcome): Resubmission Outcome: Satisfactory Unsatisfactory H&H Accredited Training (VI) Student Name: 05.05.19 Assessment Item 2: Activity Comments: First attempt: Satisfactory Unsatisfactory (for further attempts — maximum 2 — please copy this assessment item check list and attach here) Resubmission Details (including date and outcome): Resubmission Outcome: Satisfactory Unsatisfactory Student 6 1 P a g e 05 Assessment Item 3: Meeting minutes Comments: First attempt: Satisfactory C] Unsatisfactory (for further attempts — maximum 2 — please copy this assessment item check list and attach here) Resubmission Details (including date and outcome): Resubmission Outcome: Satisfactory Unsatisfactory Student Assessment Item 4: Effective communication Comments: First attempt: Satisfactory Unsatisfactory (for further attempts — maximum 2 — please copy this assessment Item check list and attach here) Resubmission Details (including date and outcome): Resubmission Outcome: Satisfactory Unsatisfactory Student How to Lodge Assessments (Student Instructions) Recognition of Prior Learning /Credit Transfer Instructions All students are entitled to apply for Recognition of Prior Learning (RPI) and/or Credit Transfer (CT), Please ask for a copy from front reception of the H&H RPL/CT Application Forms should this apply to you, RPL is a process that assesses an individual’s non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of, a qualification. CT assesses the initial qualification or unit that an individual is using to claim access to, or the award of credit in, a destination course. The assessment determines the extent to which the client’s initial qualification or unit is equivalent to the required learning outcomes, competency outcomes, or standards in a qualification. Please note that H&H recognises AQF qualifications and Statements of Attainments issued by other Registered Training Organisation (RTO). Completing Your Assessment Items – Please send all assessments to PO Box 1 Granville NSW 2142 or email granville@hnh.org.au When presenting your written assessment/s it is important that you follow the guide below, as assessments determine your competency. Your assessment should: • be typed or hand written (neatly and clearly), including use of the provided assessment cover sheet • using black or blue pen only, pencil is not allowed • if additional paper is required, please see front reception for A4 paper to insert into your assessment. Please do not staple or glue paperwork into your assessment • give clear references (if external information sources are used) Please use the following points as a guide when submitting your assessment items: • have your name on front cover sheet and Pre-assessment checklist attempt to answer all assessment items show that you have researched the topic thoroughly • write/type in simple, clear language • use correct grammar, punctuation (check your spelling) ensure you put your name on any additional assessment items (portfolio, posters etc.) these are required to be collected from trainer/assessor after assessment is complete. Submitting Your Own Work Your assessment must be in your own words. When you commenced your course, you signed an H&H Student Declaration Form, which states that you are completing and handing in your own work. Copying someone else’s work is plagiarism and a form of cheating. Plagiarism is a serious act and may result in a student’s exclusion from a unit or course. If a trainer/assessor is concerned about a student’s authenticity within their submission, the trainer/assessor may request a verbal appointment with the student to assess their gained knowledge through a series of questions from the student assessment booklet. This is overseen by the Training Manager. A suitable time will be organised with both student and trainer/assessor. If a group activity has been assessed in the classroom or on site, the trainer/assessor will mark the student’s assessment booklet with detailed information regarding this assessment i.e. a detailed outline of a role play that was delivered and assessed. 9 1 Assessments should be presented in a plastic sleeve without staples, assessment Items are not returned as they are kept for compliance purposes, as a part of our quality assurance commitment It is important to keep a copy of your assessments in case they are lost in transit. Classroom students will receive feedback on their assessment items within 14 days of submission (via trainer/assessor conversation or email). Distance students Will receive their feedback/results via telephone or email within a 14-day timeframe. Assessment Results Students are aiming to receive an overall competent result for the unit they are studying. To achieve competency, the students must obtain satisfactory results for all assessment items within the unit. Example assessment items are questions and answers, projects and work experience How a trainer/assessor determines the assessment item results: Overall Unit of Competency results. If all unit requirements have been met (theory, work experience, checklists etc) then the result will be Competent (C) If the unit requirements have not been met the result will be Not Yet Competent (NYC) Assessment items results (for example theory only): Satisfactory (S) — this result indicates that you have met the relevant criteria in this assessment item, to gain a satisfactory result. Unsatisfactory (US) — this result indicates some of the below reasons: o the evidence was not of a satisfactory standard (in this case, you will be required to re-submit the relevant evidence) o the evidence you submitted was not complete o the evidence you submitted was not your own work the evidence submitted was outside the course timeframe If you obtain an unsatisfactory result, the trainer/assessor will organise a time to go through the assessment item and work with you to devise a suitable action plan to re-submit. Students are able to resubmit their assessment items twice after the initial submission. Additional support is provided to the student during this time in the form of meetings, extra classes, email and phone support and one on one trainer/assessor discussions. Upon the third unsatisfactory result, the student will be required to re-enrol into the unit of competency. A fundamental element of the H&H training system is the provision of additional support and/or reasonable modifications/adjustment for students requiring further assistance. For example, cultural barriers may limit a student’s understanding in units delivered. Trainers, in these instances, may investigate a different approach to their training style that adapts to the particular cultural background. Appeals against Assessment Results Please note students have 30 days from the date that the assessment was deemed Unsatisfactory or NYC to appeal the assessment result. Please see front reception for an appeal against assessment form. This appeal can be submitted on the grounds that the student: I. was not informed about the assessment process for the course
assessment process differed significantly from what the student was told
assessment environment adversely affected the student’s performance
believed that they had demonstrated competency in the assessment/s Good Luck with your studies, from the H&H team Student Checklist (to be completed by the student) CHCCOM002 – Use communication to bulld relationships Student Name: Assessment Location- (please tick below location/s you have been advised as where you may be assessed) Classroom Traineeship Distance Other l, confirm that this assessment is in my own words, I have read the ‘how to lodge assessments’ section in this booklet regarding plagiarism I (as the student) confirm my readiness to be assessed Date, time and location of the assessment has been provided How my performance will be assessed, has been explained Assessment methods, processes and documentation requirements have been explained Any factors that may interfere with the completion of the assessment, have been discussed with the assessor Confidentiality of the assessment outcome has been explained I understand that feedback will be provided to me within 14 days of submission from my trainer / assessor I understand my right to appeal the assessment decision (within 30 days of assessment results) Any possible hygiene/Work Health and Safety hazards for this assessment have been identified and discussed Student Comments: By signing this checklist, the student acknowledges the assessment requirements. Student Signature: Date: 2- 11 | 05.05.19 (VI) (.H(COM002 Foundation Skills The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency. Assessment requirements Performance Evidence The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has: Skill Evidence obtained feedback from 3 clients or colleagues on effectiveness of communication and responded appropriately prepared 3 types of written correspondence in accordance with organisation communication protocols facilitated resolution of 1 difficult situation with a client, colleague or service provider facilitated 1 meeting around a workplace issue Knowledge Evidence The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: Knowledge Evidence • organisation communication policies and protocols different communication styles and techniques, and how they impact on interpersonal communication, including: strategies for effective interpersonal communication person centred and rights-based approaches • cross-cultural communication protocols non-verbal communication cues group processes and dynamics motivational interviewing versus coercive approach • collaboration versus confrontation communication strategies to: build and maintain relationships and trust facilitate workplace meetings • negotiate for optimal outcomes deliver business presentations • address barriers solve problems and resolve conflict types of interpretation and translation services specific to the client group, and how to access them factors that commonly contribute to the development of communication barriers including high emotions, mistrust or misunderstandings 14 1 05.05.19 (VI) CHCCOM002 Unit Compliance Application This unit describes the skills and knowledge to apply specific communication techniques to establish, build and maintain relationships with clients, colleagues and other stakeholders based on respect and trust. This untt applies to work across a range of workplace contexts where workers at all levels may communicate with individuals and/or groups both In person and in writing The skills in this unit must be applied In accordance with Commonwealth and State/Terr1tory legislation, Australian/New Zealand standards and industry codes of practice. Elements and Performance Criteria ELEMENT PERFORMANCE CRITERIA Elements describe the essential outcomes Performance criterio describe the performance needed to demonstrate achievement of the element 1, Communicate with clients and co-workers 1.1 Identify and use appropriate communication techniques to communicate with clients and colleagues 1.2 Communicate in a manner that demonstrates respect, accepts individual differences and upholds rights 1.3 Represent the organisation appropriately and in accordance with communication policies and protocols 1.4 Provide information to clients and service providers in accordance with communication policies and protocols
Address communication needs 2.1 Recognise and support communication needs of clients, colleagues and external networks 2.2 Facilitate access to interpreter and translation services as required 2.3 Identify and address problems and communication barriers 2.4 Defuse conflict or potentially difficult situations with clients and colleagues and refer in accordance with organisauonal requirements 2.5 Seek and respond to feedback on the effectiveness of communication with clients, colleagues and external networks 3, Facilitate meetings 3.1 Develop an agenda and list of invited participants in consultation with appropriate people 3.2 Communicate details of the meeting to the participants and other stakeholders in accordance with organisation communication protocols 3.3 Contribute to and follow objectives and agendas for meeting 3.4 Provide opportunities to fully explore all relevant issues and provide relevant information 3.5 Use strategies that encourage all members to participate equally, including seeking and acknowledging contributions from all members 3,6 Implement strategies to ensure the specific communication needs of individuals within the meeting are identified and addressed 3.7 Facilitate the resolution of conflict between participants 3.8 Minute or record meeting in accordance with organisation requirements 3.9 Evaluate meeting processes and identify lessons learned or opportunities for improvement 13 1 P a g e Knowledge Evidence cont. professional relationship boundaries digital media and use in community services and health sector, including: web email social media podcast and videos tablets and applications newsletters and broadcasts intranet written correspondence protocols and style guides, including letters, emails, minutes, case notes, reports Assessment Conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit: • use of suitable facilities, equipment and resources, including use of real workplace policies and procedures • modelling typical workplace conditions, including: • interactions with clients and co-workers from a range of diverse backgrounds facilitation of groups of at least 3 people typical workplace reporting processes interpreter and translation services where required • use of digital media Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors. Assessment item 1: Short Questions and Answers The following section contains questions you are required to complete in the spaces provided. If you require more space for your response, please use the student notes sections on the back of each page, Include your name on the bottom of this additional page For multiple choice or true/false questions, please circle your response, This assessment includes all elements below.
Communicate with clients and co-workers
Address communication needs
Facilitate meetings
Describe your communication style: (a) In a personal setting (b) in a professional setting 05.05.19 (VI) Student Notes: (b) Describe what body language is used to greet a person (including posture, eye contact and gestures) I. Confidently
Nervously Training 05.05.19 (VI) Student Notes: (b) How can you demonstrate respect when communicating with somebody who has a disability? budd 22 | P D g e (b) How can you build this relationship and maintain a level of trust? 24 1 (c) What procedures would be in place within an organisation relating to communication?
(a) What types of information can you provide to a client of an or anisation? 25 | 26 1
H&H Accredited Training 0505.19 (VI) (b) Your manager has requested that you commence some training with new staff members on some strategies to assist specific needs with clients. What are some strategies you could assist the new staff members with to assist the communication barriers? (c) What do you suggest if your clients and co-workers are struggling with communication barriers? H&H Accredited 30 | P a g e 05.05.19 (VI) H&H Accredited Training 05.05.19 (VI) (b) Research two translation services that are in your local area. Provide contact details for the service or the name(s) of the relevant personnel. commumcauon Training 34 | 0505 19 8 (a) Describe a cultural or language communication barrier that you have encountered in the past and describe how you overcame it, Tramjng communication Trajning 05.05.19 (b) Describe a confidence communication barrier that you have encountered in the past and describe how ytou overcame It (c) Describe a miscommunication communication barrier that you have encountered in the past and describe how you overcame it. CHCCOMOO? cotnrnuni( ation Student Notes: 05 05 (b) Imagine you are communicating at work with an irritated colleague who feels you didn’t do your fair share of work on a recent team project, How do ou diffuse the situation? 39 | P a g e 05 05.19 (VI) 10 (a) You are required to write an email to your supervisor requesting feedback from the supervisor on how you handled the situation in the previous question (b) (b) Imagine you have received feedback from your supervisor, how will you respond? Draft an acknowled ment email response: 42 1 P a g e 05.05 (b) Who do you need to consult With before sendin out the agenda to staff? Name: (c) Write a sample email that you would sepuout to staff to invite them to the fundrat%ing meeting 12 (a) Describe what ‘organisation protocols’ are: H&H Accredited 45 1 P a g e commumcatjon 13, (a) Imagine you have arranged a meeting in your workplace, the agenda has been set and you have some concerns about getting your ‘message across’ within the allocated timeframe. What are some potential concerns relating to the individual and group dynamics you may have whilst conducting the meeting? Accredited 47 1 P a e c 05 48 1 P a g e (b) How can you avoid the above concerns from happerung within your meeting)
(a) You are holding a group meeting and you really would like input from the attendees. What can you budd HAH Accred’ted Tralning 05.05 19 (VI) H&H Accredited Training 54 05.05.19 (VI) CHCCOMO()? 16 (a) Research Relationship Conflict. (b) Research Value Conflict. H&H Training 55 1 P a g e 05.05.19 (VI) H&H 56 1 P a g e 0505.19 (VI) (b) Conflict resolution refers to collaboration and confrontation. Research and describe these terms: commumcauon budd 18 (a) Research – What are_person centred and rights – based approaches? (b) How can these approaches be considered in our communication? 59 | P o p e 05 05.19 (VI) commumcatton H&H 60 1 p o p e OS,OS.19 (VI) 61 1 ? a g e 05.05 19 (VI) H&H 62 | P a c e 05 05.19 (VI) CHCCOM()()2 (c) What would be some Signs that professional boundaries are being over stepped* Student Name: 63 1 P a p e 05.05.19 CHC( comrnunjcation 20 Desenbe how the following forms of digital media is used in cornmunjcauon in the workplace Websites Description Emails Social media Podcasts Tablets and Applications Newsletters Intranet Accredited o a g z 05 Accredited P a g e Assessment item 2. Activity (a) Read the foilowtng transcript of a meeting and then answer the questions that follow John. Why don’t we owanise a charity raffle? Natalie That’s silly, they never work David’ How about we — Natalie. We could do a fancy dress day instead, that would get people interested John That might work Natalie. Or what about charity run? We could get loads of people involved jn that. David. I liked the fancy dress day idea John So, moving on, what charity shall we raise money for? 1 Is every member of the meeting participating equally? Explain the group dynamics you have interpreted in this transcript (100 words). Student Name: Accredited P a g e H&H Accredited Training 05 OS 19 (VI) 2 It you were this meeting, what strategies could you hove employed to ensure that contributions were sought from each partlopant, and that each contnbution was acknowledged? List at teast three strat081es Student Name: Accredited Traimng 69 05.05.19 (VI) Student Notes: 70 | 05 05.19 (b) You are planning a WOlk meeting to refresh the team’s knowledge of two or three Of your organisatton•s procedures One member of your team has English as a second language, One member of your team is hearing impaired. In no more than 500 words, plan a strategy to ensure the communication needs of these two Individuals are the additional services and resources that may be required Student Name: H&H Accredited Training 71 1 05.05 19 (VI) CHCCOM002 (c) You ave playjng the role of a person employed within the Community Services sector You are chatnng a meeting With your team to discuss the divjston of work for an upcoming project You have two team members that do not agree on how the workload should be divided They are becomtng quite heated within the meeting and it becomtng very uncomfortable the room. H&H Accredited Training 05.05.19 (VI) You are required to facilitate the resolution of this conflict. (ii) What non-verbal actions might be demonstrated by the team members in this meeting? (ommuntta%on buNd (a) There has been a meeting at your orgamsation, and you are required to write up the minutes of this meeting using the following information (in a professional format), Meeting Information: The meeting was held on 22nd January at 5pm It was decided that the organisatton would like to participate in a charity run competition. The participants of the meeting (Tm, Sarah, John, Natalie and David) voted a-I in favour of it. Discussion points were raised by Sarah concerning how many participants would participate In the run, and David raised his concern about weather restrictions for the day. Tim forgot to bring the information about the charity to the meeting. Finalising a date has been held over until the next meettng, which will be held at the same time on 30th January, and no new business was raised. 05.05.19 76 | p a g e Answer the following questions Were the meeting oblectvves achieved P Did everybody partictpate? Were the resources suitable? Were there any conflicts? What went well? (c) Draft an email requesting feedback on the meeting: P a g e 05.05.19 commumcatwon 78 1 P a g e Assessment Item 4, Effective Communication this assessment tequires some students to complete the discussions (based on your mode of study) please tind details below Classroom Students — are required to complete the discussions and worksheets, With 3 others in a classroom setting and assessed by trainer/assessor Trainer/assessor completes checklist. Distance Students — are required to complete the dlscussjons with 3 others and have them sign and verify below Traineeship Students — supervisor / manager completes checklist section only. The trainer/assessor will complete the comments section on site visit. This assessment contains the following: 3 x role plays (discussions With 3 x nominated people) 3 x worksheets Step by Step Instructions
You are required to have discussions With 3 nominated people regarding their idea of effective workplace communication and document their responses, followed by feedback you provide to them on the information they provided you in the discussion.
The nominated person is required to sign the section below (at the bottom of this table) Student Name: Signature: Nominated Person (a): Signature: Nominated Person (b): Signature: Nominated Person (c): Signature: 05 CHCCOM002 communication Trainer / Assessor practical skills instructions What is the assessor looking for? What are the requirements? Communicate effectively Use respectful approaches Understand conflict resolution Address communication needs Attend, participate and document meetings Verbal and nonverbal communication Understands sustainable approaches Understands the guidelines for assessment task Assessor Comments: (Of is What in your opinion is effective communication? What do you believe are barriers to effective communication? Have you been involved in conflict resolution? Can you provide some detaiP Worksheet for res onses: Feedback you provided to nominated person (a): P a g e 05 Student Notes: H&H Accredited Training 82 05.0519 (VI) IS What in your opimon is effective communication? What do you believe are barriers to effective communication? Have you ever facilitated a meeting at work? Can you provide some detail? Feedback you provided to nominated person (b): is What In your opinion is effective communication? What do you believe are barriers to effective communication? How would you Identify and address problems with communication? Worksheet for responses, Feedback you provided to nominated person (c): 85 1 Student Notes: Checklist Student Practical Skills Demonstration — Assessor Checklist Student name. Date’ 242 Task descriptions Yes No Does the identify and use appropriate communication techniques to communicate With clients and colleagues? Can the student communicate in a manner that demonstrates respect, accepts individual differences and upholds ri hts? Can the student represent the organisation appropriately and in accordance with communication policies and protocols? Can the student provide information to clients and service providers in accordance with communication policies and protocols? Does the student recognise and support communication needs of clients, colleagues and external networks? Does the student facilitate access to interpreter and translation services as required? Can the student identify and address problems and communication barriers? Can the student defuse conflict or potentially difficult situations with clients and colleagues and refer in accordance with organisational requirements? Can the student seek and respond to feedback on the effectiveness of communication with clients, colleagues and external networks? Can the student develop an agenda and list of invited participants in consultation with appropriate people? Does the student communicate details of the meeting to the participants and other stakeholders in accordance with organisation communication protocols? Can the student contribute to and follow objectives and agendas for meeting? Can the student provide opportunities to fully explore all relevant issues and provide relevant information? Does the student use strategies that encourage all members to participate equally, including seeking and acknowledging contributions from all members? Can the student implement strategies to ensure the specific communication needs of individuals within the meeting are identified and addressed? Can the student facilitate the resolution of conflict between participants Can the student minute or record meeting in accordance with organisation requirements Does the student evaluate meeting processes and identify lessons learned or opportunities for improvement Assessor Comments: Satisfactory Unsatisfactory Trainer / Assessor Name: Signature: Third Party Name: Signature:
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Option 1: Assigned Reading: Chapter 4—Where Do We Want to Be?, pp, 53–64 .and Case 4-1, National Standards on Culturally and Linguistically Appropriate Services in Health and Health Care, pp. 65–67. The purpose of this case is to get people thinking about both the intended and unintended consequences of mandated and voluntary standards. It is also intended to fuel debate about acculturation of immigrants which spills over into the health sector. Note that these standards are promulgated by the Office of Minority Affairs of HHS and can be in conflict with other federal government objectives. Case 4 describes federal standards that apply to federal programs. Should they apply to all health care services? Today, people are expressing concerns about the costs and hassle of regulatory “mandates.” Using the case as an example, explore the costs aad manageaial time and effort involved. If you wanted to, how could you change the standards to help reduce the burden of this and other mandates? Feel free to present other examples of regulations and mandates from your work experience. Consider and respond to at least two of these additional questions in your paper. Upload to the dropbox by Tuesday @ 1159 CST. Q1. OMH has said the enhancement objective followed a decade of successful implementation of the 2000 standards, but the news media have reported on implementation problems, and the 2013 standards were released with an implementation manual almost 200 pages long. What do you think might be some barriers to implementation, and what would you suggest to encourage implementation? Q2. What do the expanded definitions of health and culture say in general about the way government framed health in 2013 as compared to 2010? What might have contributed to the change? Q3. How do you explain the differences between recommendations, guidelines, and mandates? What are the possible explanations for making all enhanced standards guidelines? Q4. Which are the most important standards in your opinion? Which are the least important? Explain your reasoning. Q5. What would you change about these standards if you were in charge of the U.S. Department of Health and Human Services? Q6. Does it seem unusual to you for a government agency to wait more than 10 years to review and revise standards like these? What might be the reasons for waiting? What arguments could be made for more frequent review?
National Standards on Culturally and Linguistically Appropriate Services
Name of Student
University Affiliation
National Standards on Culturally and Linguistically Appropriate Services
Question 1: Barriers towards CLAS Standards Implementation
Although the OMH has reiterated that the CLAS standards introduced in 2000 have been successful, there have been media reports that it has faced implementation barriers. The most predominant barrier towards it implementation is inadequate resource allocation to fund the training and staffing. The class standards demand collaboration between the healthcare systems within the state together with the community and the healthcare service consumers. Provision of adequate training to the hospital staff and creating a dedicated communication department demands a lot of resources. This can be costly and more so given the increasing pressure on healthcare organizations to cut on costs of care delivery.
The other possible barrier towards its implementation could be failure of the state department of health and human services to allocate adequate funding towards its implementation. In a report published by the U.S. Department of Health and Human Services (2016) OMH, it reported that majority of the states awarded less grants to the community providers of CLAS. The allocation of fewer resources would negatively affect the community training programs that are aimed at enhancing CLAS. Since the CLAS standards are geared towards creation of cultural competency, lack of enough resource allocation from state departments has become one of its major barriers. Some other factors that can be attributed to ineffective implementation of CLASS include language barriers, presence of many undocumented immigrants, poverty and illiteracy, and the general mistrust of the government and healthcare system. A majority of the population that constitutes the target population are not proficient in………………………………………………………………………………………………
